Observations Connections, connections, connections. Through all my learning as a teacher, connecting with the student has been a top runner in terms of leading student down the path of success. The online environment is not any different in this area except for the fact that the teacher has the extra challenge of not physically being in the classroom. Kaye and Saltsman (2004) make great suggestions in creating the initial connections with students. The one that especially hit home for me was the importance of the initial posting in the discussion forum, the first messages sent to, and the greeting on the course home page. Like the f2f classroom, that first interaction with a student can make or break a year. I especially like the idea of students completing a survey which can help the teacher to know a bit more about the students, their learning styles, challenges and goals; an initial sense of caring.
To connect with students, online teachers take on a new physical presence. Instead of nodding or smiling, use emotions. I know from using emotion icons in email communications with students within my f2f classroom, students make the connection. A simply smiley face, lets them know that the teacher likes what was written or said. Actually, the students are really good at sending "cool" emotions back. The library of emotions is a large one and one that online teachers should use to make a "physical" connection with students.
Making these connections with students will help to eliminate the feeling of being alone and separated from the physical classroom. However, they also need to know their classmates. Creating assignments and opportunities for student-student interaction is also key to online success. A great example of this type of interaction is the having students create a homepage, like the once expected of in the Algebra 2 practicum course. Once the homepages have been devloped peers are asked to go on a Homepage Hunt.
Learners also need to know what they've done right, or well. They need to know this so that they'll keep on doing it right or well. They also need to know why it was right or good. Learners sometimes do well by accident - so tell them why it was right or good. Learners also need to know what they've done wrong or poorly. They need to know in why it was wrong or considered poor. They need suggestions on how to improve. In both cases, the good and the bad, the message needs to be clear, specific, personal and honest.
Interactivity As I noted in my Reflections, interactivity is a factor to be considered when choosing online resources. Students who view and utilize interactive websites make larger learning gains, are more satisfied and spend more time on task than those who students who view static sites (Brady, 2004). This includes simulations that mimic real-life activities, links to training databases or test sites when a student cannot interact with the “real system,” instructional games and simulation games (Gendelman, 2008). Providing students with such interactive resources can positively influence the learning outcomes, satisfaction and time-on-task for the virtual classroom.
The master teacher of the Algebra 2 course is aware of the work load he is asking of the students. He is consistent with posting updates on grades, upcoming assignments and common student concerns. Additionally, he is aware of the lack of participation in the in classroom discussion area and wiki. He has opted out of using he wiki and has decreased the intensity of the discussion questions. Although this could be a point of argument for some online instructors, I think he has made the right choice here.
In addition to the discussion areas, the Algebra 2 course offered other aspects of interactivity which were not static. The instructor supplied stimulating activities with the goal of keeping student interest high.
Online video lessons such as those offered through The Khan Academy.
Internet activities connected with the textbook through
Online activities located at HippoCampus which incorporate lessons and online activities.
The best aspect of this teacher was the fact the he did give up. He used consitent and honest feedback in private threads to interact with students. If the student did not fulfill the necessary task, he let him/her know. However, his opening statement was on a positive and lighter note. He was clear and concise with the areas that need to be addressed. I especially liked how he ended his feedback with a question. He didn't do a “drive by”; leave feedback and move on. He expected a response from the student or at least leaves them with a thought provoking question. All the while providing support and encouragement.
The majority of the students within the Algebra 2 class were not self-motivated or self-directed. There was minimal student-to-student interaction and very little in the area of discussions. When students did participate in the weekly discussion (which were primarily "light" in terms requiring thought provoking ideas), the posts were not of higher level thought. When students did post, it was usually the same students who had posted in previous weeks. The comments were minimal and not of high quality. Student-student interaction was low. Ther Students did not consolidate their ideas, participate in small group work, complete peer review, test hypotheses, challenge each others' ideas or debate. Unfortuanately, the students who were self-directed and self-motivated had become frustrated with the lack of peer interaction.
In the f2f classroom, there is certainly a need to vary the types of interaction. Within my classes, students begin with individual seat work which then progresses to the lesson/activity of the day. The majority of the lessons/activities within my f2f classroom require students to collaborate, cooperate and not work alone. The basis behind this structure is the allowance for students to utilize and progress with their habits of mind; therefore growing as individuals.
In addition to varying the interactions between students, there is variation in how content is delivered. With the multitude of student needs in the f2f classroom, there is an array of presentation resources used. Students are presented information through PowerPoint presentations, overheads, whiteboards, video and audio formats.
There is a constant change in how students are interacting. There are whole class discussion which are generally led by the teacher, small group discussion which are led by the group, and 2-minute pair conversations (where students have two minutes to share what they understand to be true thus far
Brady, Laurie. "The Role of Interactivity in Web-Based Educational Material." Software Usability Research Laboratory. Web. 29 Oct. 2010. <http://www.surl.org/>.
Connections, connections, connections. Through all my learning as a teacher, connecting with the student has been a top runner in terms of leading student down the path of success. The online environment is not any different in this area except for the fact that the teacher has the extra challenge of not physically being in the classroom.
Kaye and Saltsman (2004) make great suggestions in creating the initial connections with students. The one that especially hit home for me was the importance of the initial posting in the discussion forum, the first messages sent to, and the greeting on the course home page. Like the f2f classroom, that first interaction with a student can make or break a year. I especially like the idea of students completing a survey which can help the teacher to know a bit more about the students, their learning styles, challenges and goals; an initial sense of caring.
To connect with students, online teachers take on a new physical presence. Instead of nodding or smiling, use emotions. I know from using emotion icons in email communications with students within my f2f classroom, students make the connection. A simply smiley face, lets them know that the teacher likes what was written or said. Actually, the students are really good at sending "cool" emotions back. The library of emotions is a large one and one that online teachers should use to make a "physical" connection with students.
Making these connections with students will help to eliminate the feeling of being alone and separated from the physical classroom. However, they also need to know their classmates. Creating assignments and opportunities for student-student interaction is also key to online success. A great example of this type of interaction is the having students create a homepage, like the once expected of in the Algebra 2 practicum course. Once the homepages have been devloped peers are asked to go on a Homepage Hunt.
Learners also need to know what they've done right, or well. They need to know this so that they'll keep on doing it right or well. They also need to know why it was right or good. Learners sometimes do well by accident - so tell them why it was right or good. Learners also need to know what they've done wrong or poorly. They need to know in why it was wrong or considered poor. They need suggestions on how to improve. In both cases, the good and the bad, the message needs to be clear, specific, personal and honest.
Interactivity
As I noted in my Reflections, interactivity is a factor to be considered when choosing online resources. Students who view and utilize interactive websites make larger learning gains, are more satisfied and spend more time on task than those who students who view static sites (Brady, 2004). This includes simulations that mimic real-life activities, links to training databases or test sites when a student cannot interact with the “real system,” instructional games and simulation games (Gendelman, 2008). Providing students with such interactive resources can positively influence the learning outcomes, satisfaction and time-on-task for the virtual classroom.
The master teacher of the Algebra 2 course is aware of the work load he is asking of the students. He is consistent with posting updates on grades, upcoming assignments and common student concerns. Additionally, he is aware of the lack of participation in the in classroom discussion area and wiki. He has opted out of using he wiki and has decreased the intensity of the discussion questions. Although this could be a point of argument for some online instructors, I think he has made the right choice here.
In addition to the discussion areas, the Algebra 2 course offered other aspects of interactivity which were not static. The instructor supplied stimulating activities with the goal of keeping student interest high.
- Online video lessons such as those offered through The Khan Academy.
- Internet activities connected with the textbook through
- Online activities located at HippoCampus which incorporate lessons and online activities.
- Podcasts such as those at Classic Mistakes.
- Step-by-Step videos offered through Annenberg
The best aspect of this teacher was the fact the he did give up. He used consitent and honest feedback in private threads to interact with students. If the student did not fulfill the necessary task, he let him/her know. However, his opening statement was on a positive and lighter note. He was clear and concise with the areas that need to be addressed. I especially liked how he ended his feedback with a question. He didn't do a “drive by”; leave feedback and move on. He expected a response from the student or at least leaves them with a thought provoking question. All the while providing support and encouragement.The majority of the students within the Algebra 2 class were not self-motivated or self-directed. There was minimal student-to-student interaction and very little in the area of discussions. When students did participate in the weekly discussion (which were primarily "light" in terms requiring thought provoking ideas), the posts were not of higher level thought. When students did post, it was usually the same students who had posted in previous weeks. The comments were minimal and not of high quality. Student-student interaction was low. Ther Students did not consolidate their ideas, participate in small group work, complete peer review, test hypotheses, challenge each others' ideas or debate. Unfortuanately, the students who were self-directed and self-motivated had become frustrated with the lack of peer interaction.
In the f2f classroom, there is certainly a need to vary the types of interaction. Within my classes, students begin with individual seat work which then progresses to the lesson/activity of the day. The majority of the lessons/activities within my f2f classroom require students to collaborate, cooperate and not work alone. The basis behind this structure is the allowance for students to utilize and progress with their habits of mind; therefore growing as individuals.
In addition to varying the interactions between students, there is variation in how content is delivered. With the multitude of student needs in the f2f classroom, there is an array of presentation resources used. Students are presented information through PowerPoint presentations, overheads, whiteboards, video and audio formats.
There is a constant change in how students are interacting. There are whole class discussion which are generally led by the teacher, small group discussion which are led by the group, and 2-minute pair conversations (where students have two minutes to share what they understand to be true thus far
Brady, Laurie. "The Role of Interactivity in Web-Based Educational Material." Software Usability Research Laboratory. Web. 29 Oct. 2010. <http://www.surl.org/>.
"First Words." Oxford Brookes University — Oxford Brookes University. Web. 05 Nov. 2010. <http://www.brookes.ac.uk/services/ocsd/firstwords/fw21.html>.
Gendelman, Joel. "Energizing Virtual Instruction - 2008 - ASTD." ASTD - ASTD. Web. 29 Oct. 2010. <http://www.astd.org/LC/2008/1108_gendelman.htm>.
Shelton, Kaye, and George Saltsman. "Oct04_04." Distance Learning - ITDL-all Issues. Web. 23 Oct. 2010. <http://itdl.org/Journal/Oct_04/article04.htm>.